Professional Education Program Content Knowledge Assessment (edl) Brief Description

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Standard Function	Unacceptable - 1	Acceptable - 2	Meets Standard - 3	Distinguished - 4
3C. Promote and protect the welfare and safety of students and staff.	Candidate does not demonstrate effective organization of fiscal, human, and material resources, giving priority to student learning and safety. (ELCC 3.1b) Candidate does not demonstrate an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities. (ELCC 3.1e)	Candidate demonstrates some effective organization of fiscal, human, and material resources, giving priority to student learning and safety. Candidate partially demonstrates an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities.	Candidate can demonstrate effective organization of fiscal, human, and material resources, giving priority to student learning and safety. Candidate can demonstrate an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities.	Candidate demonstrates effective organization of fiscal, human, and material resources, giving strong priority to student learning and safety. Candidate demonstrates a comprehensive understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities.

ISLLC Standard #2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Standard Function	Unacceptable - 1	Acceptable - 2	Meets Standard - 3	Distinguished - 4
2A. Nurture and sustain a culture of collaboration, trust, learning, and high expectations.	Candidate cannot develop a sustained approach to improve and maintain a positive district culture for learning that capitalizes on multiple aspects of diversity to meet the learning needs of all students.	Candidate can partially develop a sustained approach to improve and maintain a positive district culture for learning that capitalizes on multiple aspects of diversity to meet the learning needs of all students.	Candidate can develop a sustained approach to improve and maintain a positive district culture for learning that capitalizes on multiple aspects of diversity to meet the learning needs of all students.	Candidate can effectively develop a sustained approach to improve and maintain a positive district culture for learning that capitalizes on multiple aspects of diversity to meet the learning needs of all students.

Standard Function	Unacceptable - 1	Acceptable - 2	Meets Standard - 3	Distinguished - 4
2C. Create a personalized and motivating learning environment for students.	Candidate does not understand and cannot apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process. Candidate does not understand how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups.	Candidate partially understands and can partially apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process. Candidate partially understands how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups.	Candidate can understand and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process. Candidate can understand how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups.	Candidate comprehensively understands and can apply human development theory, proven learning, and motivational theories, and concern for diversity to the learning process. Candidate comprehensively understands how to use appropriate research strategies to profile student performance in a district and analyze differences among subgroups.

CONTENT KNOWLEDGE ASSESSMENT – CEQ 572
Assessment Tool
DIRECTIONS TO THE STUDENTS FOR THE CEQ 572 APA:
You are to review and evaluate a district’s staff development plan and its plan for assisting the marginal teacher. During the developmental process of this activities program you must become aware of the knowledge you need to accomplish the following:

Review and evaluate a district’s staff development plan for its ability to develop effective professionals that can realize district goals. Make recommendations for improvement.
In light of this objective, evaluate the district’s plan for assisting the marginal teacher and make recommendations for improvement.

By paying particular attention to the above knowledge needed to implement your Authentic Performance Activity you will have focused attention on the content knowledge required to be an effective educational leader. Specifically, the content knowledge learned from this activity will reflect the knowledge needed in the following ISLLC standards (2F, and 3D).

2F. Develop the instructional and leadership capacity of staff.
3D. Develop the capacity for distributed leadership.

Scoring Guide
At the end of the course the instructor will evaluate each student using a 4-point Likert scale for each of the ISLLC leadership standards appropriate to the Authentic Performance Activities that were embedded in the course. The level of proficiency is to be rated from 1 (Unacceptable) to 4 (Distinguished) using the accompanying rubrics as a guide for the evaluation. The instructor can use the ISLLC sub-elements listed in the boxes for assistance during the evaluation process.
Scoring Guide:

ISLLC Standard #2: An education leader promotes the success of every student by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
Standard Function	Unacceptable - 1	Acceptable - 2	Meets Standard - 3	Distinguished - 4
2F. Develop the instructional and leadership capacity of staff.	Candidate cannot develop personal professional growth plans that reflect commitment to life-long learning and best practices. (ELCC 2.4c)	Candidate can partially develop personal professional growth plans that reflect commitment to life-long learning and best practices.	Candidate can develop personal professional growth plans that reflect commitment to life-long learning and best practices.	Candidate can effectively develop personal professional growth plans that reflect commitment to life-long learning and best practices.

ISLLC Standard #3: An education leader promotes the success of every student by ensuring management of the organization, operation, and resources for a safe, efficient, and effective learning environment.
Standard Function	Unacceptable - 1	Acceptable - 2	Meets Standard - 3	Distinguished - 4
3D. Develop the capacity for distributed leadership.	Candidate does not understand the dynamics of distributed leadership and cannot implement its components among staff members.	Candidate has a partial understanding of the dynamics of distributed leadership and can partially implement its components among staff members.	Candidate does understand the dynamics of distributed leadership and can implement its components among staff members.	Candidate has a comprehensive understanding of the dynamics of distributed leadership and can effectively implement its components among staff members.

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